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The applicant provides assurance that the application does not contain any information that would be protected by the Family Educational Rights and Privacy Act \(FERPA\) from general release to the public.)/Type/Annot/V/1>> endobj 120 0 obj <>/Subtype/Form/Type/XObject>>stream H237402VH2P0P0T4B.CC rù Lʹ\ F 9\`]`R1 endstream endobj 121 0 obj <>/Subtype/Form/Type/XObject>>stream x337402VH2P0P0T4.C endstream endobj 122 0 obj <>/Subtype/Form/Type/XObject>>stream H*2T0T¢Tp<.=Sr.#@.Bmfsr  endstream endobj 123 0 obj <>/N<>>>/AS/1/DA(/ZaDb 8.00 Tf 0 g)/F 4/FT/Btn/MK<>/P 104 0 R /Parent 179 0 R /Rect[ 20.747 425.008 30.747 435.008]/StructParent 33/Subtype/Widget/T/TU(3. 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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 139 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 140 0 obj <> endobj 141 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 136 0 R /Parent 180 0 R /Q 0/Rect[ 141.854 751.346 223.18 771.165]/StructParent 38/Subtype/Widget/T/TU(Enter the organization's vendor ID. )/Type/Annot/V(1746001966)>> endobj 142 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI047130043Tr  4 C endstream endobj 143 0 obj <> endobj 144 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 136 0 R /Parent 180 0 R /Q 0/Rect[ 44.526 751.346 89.138 771.165]/StructParent 39/Subtype/Widget/T/TU(Enter the organization's county-district number.)/Type/Annot/V(206902)>> endobj 145 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02040Tr  4A endstream endobj 146 0 obj <> endobj 147 0 obj <>/DA(/MyriadPro-Regular 10.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 136 0 R /Parent 180 0 R /Q 0/Rect[ 21.555 44.975 591.114 668.361]/StructParent 40/Subtype/Widget/T/TU(Provide an overview of the program to be implemented with grant funds. Include the overall mission and specific needs of the organization. Describe how the program will address the mission and needs. )/Type/Annot/V(a\) Richland Springs ISD \(RSISD\) will use the EAF Implementation Grant Year One to create a framework for a scope and sequence to intentionally advise 100% 5th-12th students in the four development grade level expectations: personal and social development, financial literacy development, academic development, and career, college, or military pursuits after graduation from Richland Springs ISD. Personnel at the middle school and high school level will be provided the knowledge, resources, and time to develop and monitor individual career and academic plans with fidelity. 5th - 12th grade teachers will also be provided with the knowledge, resources, and time to meet grade level expectations developed during the planning phase of the grant in 2022-2023. \r\n\r\nb\) Richland Springs ISD will use The Texas Model for Comprehensive Counseling to approach advising with a holistic view of each student that encompasses guidance curriculum, individual planning, responsive services and system supports, with, specifically for this grant, an emphasis on academics, financial literacy, personal and social development and career development. This holistic approach will be implemented with equal opportunities for all students to participate in an individual advising program. \r\n\r\nc\) An goal of the Richland Springs ISD EAF program is to collaborate with all stakeholders to critically examine all RSISD CTE programs, foster innovative CTE programs, bolster existing programs, and reassess ineffective programs. The EAF steering committee will keep stakeholders apprised of industry and employment trends that inform best practice decisions for collaboration in this area. This goal will result in CTE programs and pathways that align to high-skill, high-wage careers for all RSISD graduates. Discussions about the districts advising plan will begin with families as students enter middle school, included in these discussions will be workforce trends for high-skill and high wage careers. \r\n\r\nd\) RSISD met the defined criteria for Eligible Applications by completing the EAF Planning Grant in 2022-2023; RSISD is defined as a rural district by ݮƵ and rural/remote by NCES according to Texas Public Schools Data Type information.\r\n)>> endobj 148 0 obj <>/Subtype/Form/Type/XObject>>stream xVn6)R 8Eq{&biӵ/(hidHqm߰ߐcol/IP7ό ΖOz0i=d:8}e>8:;gO:TdLbp/:++erZ4Nϋze* -W?纩fӪV[C2-8W]2ǪeRT8UuTXgC`h'Px2_ mZ܁TUmI :oKlnKmȱǓ6]a7\Fک⧆H ;/G'46sBeJT=|Me7$S )Uk(5NQnKMp>hT qDolR#؈bi%6R<֦K.NTy89{c+cr3VQʸV[[uT\_ Y /tJQe*+Q`*oP߆~ozqSDx@7Д E\]\tzGG~ fu,0.qÒ[ bm8.xa<pRd1R-h~B1 >X Ņ{:W,8PzH{E5zv ]R|hZh%A.tٖ#2q-Z`'[ gL{`/R uϗgoV4B\hc#vK7(kt#B{DP^G F2!UI&HS+OR8 PP^5lL?ͺBzQN;'wi^|9>/ś endstream endobj 149 0 obj <> endobj 150 0 obj <> endobj 151 0 obj <>/FontDescriptor 152 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 277 814[ 277 354 556 556 889 666 190 333 333 389 583 277 333 277 277 556 556 556 556 556 556 556 556 556 556 277 277 583 583 583 556 1015 666 666 722 722 666 610 777 722 277 500 666 556 833 722 777 666 777 722 666 610 722 666 943 666 666 610 277 277 277 469 500 333 556 556 500 556 556 277 556 556 222 222 500 222 833 556 556 556 556 333 500 277 556 500 722 500 500 500 333 259 333 583]]>> endobj 152 0 obj <> endobj 153 0 obj <> endobj 154 0 obj <>/FontDescriptor 155 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 277 814[ 277 354 556 556 889 666 190 333 333 389 583 277 333 277 277 556 556 556 556 556 556 556 556 556 556 277 277 583 583 583 556 1015 666 666 722 722 666 610 777 722 277 500 666 556 833 722 777 666 777 722 666 610 722 666 943 666 666 610 277 277 277 469 500 333 556 556 500 556 556 277 556 556 222 222 500 222 833 556 556 556 556 333 500 277 556 500 722 500 500 500 333 259 333 583]]>> endobj 155 0 obj <> endobj 156 0 obj <>stream xWo6. #R$E E4Ɋ|&ƀŢmnJr;RM; AV{_ꦮ:]uǛ[ݻ7D`Ep3.Ɣk \M?PJnC)%QʀI"I\>^?/o&w1$HDF܂X$@iJ0FB. >6QHа<&2{S!c2~N#RHĎuXsysDb:}Y/s= iMrU! >4JU =p; o#OPb2H$DvR$#lN+ŏӈH~y){#lgl^%Kk\$Iҿ|n:,{S'S(Y/@~saxXmb.c`畭v=n'3"2s urθ"Ap]75 9ԈD.FDiS;{p:ރ=t=d^4Y 4nhhi4i vѱG\>2ٳ<`ow .)k,ol~6Y7Folna5jx`ac%,ܰ4_W(M~ .0}5+uYo0iw6(]VuӁr묀UULgu5ΒK]vxkg˺.juxسt0U}x3*-lzQWXfYwH'kn0T-7ٷ,*fi˰֯7v*>1-Znk#׻(82S 5>0ocƢ"!ɱ<8V9-vEzkƣZ^KuSlB-KY{y0^%B#dH]ߩzR/{;{>6b_}-x󡎑w;; ~9>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 41/Type/Page>> endobj 158 0 obj [ 159 0 R 162 0 R 165 0 R 168 0 R ] endobj 159 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 157 0 R /Parent 181 0 R /Q 0/Rect[ 567.209 750.504 591.165 770.323]/StructParent 42/Subtype/Widget/T/TU(Enter the organization's county-district number \(ISDs, charters, and ESCs\) or vendor ID. The vendor ID is the organizations state taxpayer identification number on file\rwith the state comptrollers office. Applicants that do not have a vendor ID can find the form online at https://comptroller.texas.gov/taxes/franchise/forms/.)/Type/Annot>> endobj 160 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 161 0 obj <> endobj 162 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 157 0 R /Parent 181 0 R /Q 0/Rect[ 141.854 750.861 223.18 770.68]/StructParent 43/Subtype/Widget/T/TU(Enter the organization's vendor ID. )/Type/Annot/V(1746001966)>> endobj 163 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI047130043Tr  4 C endstream endobj 164 0 obj <> endobj 165 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 157 0 R /Parent 181 0 R /Q 0/Rect[ 44.526 750.861 89.138 770.68]/StructParent 44/Subtype/Widget/T/TU(Enter the organization's county-district number.)/Type/Annot/V(206902)>> endobj 166 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02040Tr  4A endstream endobj 167 0 obj <> endobj 168 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 157 0 R /Parent 181 0 R /Q 0/Rect[ 21.26 44.975 591.165 565.511]/StructParent 45/Subtype/Widget/T/TU(1. \(cont'd\) Summary of Program: Provide an overview of the program to be implemented with grant funds. Include \(1\) program goals, deliverables, milestones, and roles and responsibilities, \(2\) strategy for coordinating efforts with Effective Advising Program Leads, \(3\) facilitation and support strategy for participating and individual districts, and \(4\) communication strategy. )/Type/Annot/V(a\) Lindsay Carr, School Leadership Specialist with ESC Region 15, is the RSISD EAF Coach. Lindsay has been at the ESC for 3 years and has teaching and administrator experience at the elementary and secondary levels. Lindsay has 13 years of experience working closely with campus and district counselors and is able to connect the work that teachers, administrators, and counselors do collectively to help students succeed. Lindsay is trained on Effective Schools Framework and will help RSISD align the vision, mission, and goals, CNAs, and CIPs in order to determine the highest leverage action steps to better their campus as a whole. \r\nb\) Project Lead is Rhonda Wyatt. Rhonda has been employed at the district for fourteen years as a teacher, Assistant Principal, District Testing Coordinator, and currently as K-12 Principal for the past four years. Rhonda was chosen for this role because of her knowledge of students, programs, curriculum, stakeholders, and her desire to implement innovative and timely programs that will have a positive impact on all students. Rhonda has extensive knowledge and experience at all levels, both elementary and secondary. Rhonda was Lead Administrator on the ESF audit and is leading all the instructional initiatives with the faculty and staff at Richland Springs. Rhonda understands CCMR and Graduation Requirements and is able to align ESF with the Effective Advising Framework. Rhonda was the Steering Committee Lead for the EAF Planning Grant 2022-2023 school year, and she has the knowledge of the deliverables, goals, and vision and mission for the District to move forward with implementation. \r\nc\) The steering committee for the EAF implementation includes project lead, Rhonda Wyatt, Brandy Eckermann, special populations coordinator; Pam Starr CTE instructor and Technology Director, and DeeAnna Farris, counselor. The steering committee serves all students kindergarten through 12th grade at RSISD. Brandy Eckermann has spent 19 years in education. She is SBEC certified in SPED EC-12 and has served as the RSISD dyslexia instructor; Brandy has attended the Reading Academy and has served students PK-high school during her career. She has taught health, history, science, social studies, PE, inclusion, PK/KN, first grade and has coached basketball, track, and cross country. Brandy is new to the EAF team, her predecessor, Jennifer Brown moved from the district; Brandy took over Jennifers role as Special Populations Coordinator. Pamela Starr has 41 years of teaching experience. Her roles have included career and technology teacher, business teacher, cheer sponsor and yearbook sponsor. She has coached basketball and track and is currently the Technology Director for RSISD. She has served as UIL Director, drill team sponsor and class sponsor. Pamela is an integral part of the RSISD school community with vast experiences in CTE and UIL events. Mrs. Starr received a $3000.00 stipend for her EAF work during the 2023-2024 school year. DeeAnna Farris joined the RSISD school community in the 2023-2024 school year. She has worked with juveniles on probation, counselor with male inmates in the Texas prison system, has counseled individuals for drug and alcohol addiction, family counseling, motivational interviewing, counselor with K-12 students, and Cognitive Behavioral Therapy. DeeAnna is not a certified school counselor, she has, however, attended training on the Texas Model for Comprehensive School Counseling and training on the appraisal system for counselors under the Texas Model for Comprehensive School Counselors. Ms. Farris received a $3000.00 stipend. \r\nd\)RSISD is committed to a successful launch of the EAF for year one in the 2023-2024 school year. RSISD prioritized the convening of a steering committee from the beginning of the planning grant process. The Superintendent, Clifton James Womack, knew that this grant aligned with his vision for the future of RSISD student outcomes for post-secondary goals. Mr. Womack has provided adequate time on task for the planning process and is committed to future support for monitoring the implementation of year one implementation priorities and objectives.\r\n\r\n\r\n)>> endobj 169 0 obj <>/Subtype/Form/Type/XObject>>stream xXn#7}W!@HFlf3qX %@@5)5nd[~"j{AH:TFޯ|m4c3vqzz~]M..3fHnף)az2<;XҚ{ nlяwsklBZ*)^(^-Vsclv1f1Kv7,ܱq쌽c=MNOOsAr"l) pQ* { +iԙlΖ,r'3Op}P32!(G7}$Ya,1/:bKeeXaR HyoYDJM">u ԣK\8X=0\ˢbpY&肧Y 5\lqo*c-/e8(E NО7ƬT.Bw>&E0tLif,xF"R.`* @;P(e蔍˥mysS ty4 cJjkQgT|>v{B*|tUw@"PC$ ;b>h7f5;p8E]= !A -y⁓^沨HKUƩpN}685^jG薾 blc` CF|`MӌN&Z(xHq-(8RAqW!.r'\o׽>YU (7z±>jԵ UP-΄n"m]hr2ZlBY*]L @oZ"HM[v:===3b#yDn:2taAPKOF_$Wl ) /܊V!ٓlg5sMf63=}4#+ G G$|on(q`Aq谜O0\_]\,0aa*Wj:^]6sL`K̖D1z#4Zf6M+?Hy5gQ5](eLkE'->Hca$Zk]fHq*XH#8N-B JI:Kg+V9ˤjЁw\`7S,?Y=(DTt OVt!6?'i:}9&aiJ!gww7uN2k/AA T=E'ݑғFFxS f;c[l:NS\DHxI$:tϏY(oջ+>ԈZM 7AG #.+yA.ySU[-tdpm(<([ds2^BeȖ LI< %Nzx<)_oXgãto% Ul`2=@mqf~B.̞p㮷 h&% [!?y)mF-UO = „~$!,[.( "%ܶk:q jv r% 1;ٌۻ0nCY?M_LHRhLBm=+l jФC#?7k> endobj 171 0 obj <> endobj 172 0 obj <>/FontDescriptor 173 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 277 814[ 277 354 556 556 889 666 190 333 333 389 583 277 333 277 277 556 556 556 556 556 556 556 556 556 556 277 277 583 583 583 556 1015 666 666 722 722 666 610 777 722 277 500 666 556 833 722 777 666 777 722 666 610 722 666 943 666 666 610 277 277 277 469 500 333 556 556 500 556 556 277 556 556 222 222 500 222 833 556 556 556 556 333 500 277 556 500 722 500 500 500 333 259 333 583]]>> endobj 173 0 obj <> endobj 174 0 obj <> endobj 175 0 obj <>/FontDescriptor 176 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 277 814[ 277 354 556 556 889 666 190 333 333 389 583 277 333 277 277 556 556 556 556 556 556 556 556 556 556 277 277 583 583 583 556 1015 666 666 722 722 666 610 777 722 277 500 666 556 833 722 777 666 777 722 666 610 722 666 943 666 666 610 277 277 277 469 500 333 556 556 500 556 556 277 556 556 222 222 500 222 833 556 556 556 556 333 500 277 556 500 722 500 500 500 333 259 333 583]]>> endobj 176 0 obj <> endobj 177 0 obj <>stream xmo6w8`/ 5#RE"sҢS驒 ~wdQbomQyw?~X.yVˬׯ/^ %,LZ=eJe]J5\,8ףY17p`.nnoWn~F7 CN0>8<!es(l^(g6ь 0:$c4T:l̎zLf ֆװ Y:/yiP2>"xHfxpG`nrSu'~6 {h 8p25i6~G4_O[:vى/#`n qAo>ﳹS\Ep A.׿ ^ѹ;8vӄu]RtH:7zza'Bgc(^QذigFa\ZBՅkrńZ`A7ynDC50]-:_ƞΰ:F5::1NzO&@g$>0^џ O6>":oiT n @XCXwpY C|`mZmhH$3d%3Y'wxl6ľ$(>ɾu|QBh 6z_A~WG*_ meUKY8OSUF$]D 22AopeaB>+f'. +m 9Tw.$*:}ݒDƶ.4kYťj8־[%i%vB:GY(jѡUMN/c$,$!ھjYMO7^Sx5T)~ 2^aqf498g=9@;D)#*pd-mwFKSR]Bey򠷜"2 +bJjoJY0!ҵbæ=RψY$ceD}{0zbu3B5{6GH N‹ N '5CIQޛai~HJ0م=*9o endstream endobj 178 0 obj <>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 46/Type/Page>> endobj 179 0 obj [ 180 0 R 183 0 R 186 0 R 189 0 R ] endobj 180 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 178 0 R /Parent 182 0 R /Q 0/Rect[ 43.919 751.346 89.138 771.165]/StructParent 47/Subtype/Widget/T/TU(Enter the organization's county-district number.)/Type/Annot/V(206902)>> endobj 181 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02040Tr  4A endstream endobj 182 0 obj <> endobj 183 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 178 0 R /Parent 182 0 R /Q 0/Rect[ 141.854 751.346 223.18 771.165]/StructParent 48/Subtype/Widget/T/TU(Enter the organization's vendor ID. )/Type/Annot/V(1746001966)>> endobj 184 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI047130043Tr  4 C endstream endobj 185 0 obj <> endobj 186 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 178 0 R /Parent 182 0 R /Q 0/Rect[ 567.209 751.346 591.165 771.165]/StructParent 49/Subtype/Widget/T/TU(Enter the amendment number if submitting an amendment to the original application. Enter N/A when applying for grant funds.)/Type/Annot>> endobj 187 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 188 0 obj <> endobj 189 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 178 0 R /Parent 182 0 R /Q 0/Rect[ 20.835 45.539 591.137 573.103]/StructParent 50/Subtype/Widget/T/TU(2. School District Partner Selection: Outline the process you took to identify and select districts to participate in the Effective Advising Planning Pilot. What are the key elements that informed your selection? How will you ensure that participating districts fulfill their commitment to develop an Effective Advising Program Plan?)/Type/Annot/V(The goal of Richland Springs ISD for the EAF Year One Implementation Grant is to align advising goals and practices so that every student is empowered, encouraged, and educated to develop and monitor their individual career and academic plan; each student will be provided with the knowledge, resources and time needed to make the best individual career and academic decisions for positive academic, social/emotional, and employability skills. These foundational skills will pave the road for college, career, and military endeavors that are tailored for each RSISD student after their high school graduation. The guiding principle is to establish individual goal-setting, exploration of postsecondary options, and creating and monitoring individual career and academic plans that will begin no later than middle school, \(6th-8th grade\); with fifth grade also receiving individual planning through EAF implementation.\r\nPriority 1: RSISD will implement career planning resources to support 5th-12 grade students focuses on implementing a career planning resource to support K-12 students. We will implement this priority starting with our fifth through twelfth graders in Year One. The steering committee, along with other stakeholders, will research career planning TEMPSC-III resources available to school district with the goal to find a product that aligns with the , ݮƵ CCMR requirements, ݮƵ CTE programs and pathways, and other components that target the career planning needs for fifth through twelfth grade students. This research will also include vetting products for ease of implementation, a component that allows students to take personal and learning style surveys, a component that allows year to year carry over of student information, and the ability for various stakeholders to access student information including teachers, counselors, administrators, and parents. Another important consideration is whether or not the program is user-friendly for students, teachers, and families. The ideal product would provide resources for teachers that include lessons and a timeline for successful implementation for individual advising on career planning.Teachers will be given a set requirement for use of the product, for example, students working through the planning resource twice a week for twenty minutes. The guideline for the time the product will be used in the classroom will be based on product specifications and recommendations and will be non-negotiable.The chosen product is designed to build skills and outcomes that increase in rigor and guidance through the years, with the culmination of a student in twelfth grade who has a clear and concise idea about career, college, military options that will best serve their future for work and earnings. This will target 5th-12th graders, a total of 60 students of the 140 enrolled students. In Year1 GLEs for 5th-12th include the completion of a career cluster survey aligned with ݮƵ CTE Pathways, Career Day, a one-on-one meeting with parents, administrators, and counselor to discuss career cluster surveys and pathway, this also include academic planning, personal financial literacy addressed through classroom math TEKS instruction and personal and social expectations addressed through programs implemented by the counselor. Lever 1.2: The steering committee, with input from subject matter experts, will set 5th- 12th grade level benchmarks for academic development, career development, personal and social development, and financial. The school counselor will track and monitor all data for domains in a timely manner so that gaps in progress can be addressed through a multi-tiered support system. The counselor will implement interventions for students in tier 1 and tier 2. Lever 5.3 addresses parent and family engagement for individual planning. A continuum of scheduled checkpoints with parents will be used to communicate student expectations and any gaps that need to be addressed. A monthly newsletter for parents and families will be developed and sent via email, the district website, and other means of communication used by the district.5.3: Provide adequate time and training for fidelity of implementation: Lever 5.3 focuses on time and training for fidelity of implementation.. There will be a timeline for implementing and monitoring the professional development \(PD\) for staff and the implementation of the individual advising system. Rhonda will develop training for all staff that will be presented before school starts during teacher PD.)>> endobj 190 0 obj <>/Subtype/Form/Type/XObject>>stream xXr۶}W1M2M:O빮;w&/ H@)]$%n_YݳgٻJf+aqyig.gONţutbͺRbge-V<ꢪ)SyqUlnG_%V2AmI"X!k3Bm:Y](/Ŏ2b]~Z^___>Xߨr'CWjZ{TNsLa;'w6UeWȠJ:ămb mJ}e4 rFT.DFUQ׵(b=P1<{c*wj.Sn0J1F?Q>Lv *G[Z8:Bj,G +͞F:=rK!SgJb<Ā'rVGaZQ1xfCISRɃu>KD*?0?>2rT`wBQY[@BEUcZw$  &xO^'@Er1q@ؖ1)Iz&9ձߵuR&ѽ<*~SgGQS is^`SflPA?) 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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 211 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 212 0 obj <> endobj 213 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 202 0 R /Parent 183 0 R /Q 0/Rect[ 21.26 44.997 591.165 707.744]/StructParent 55/Subtype/Widget/T/TU(Outline the required qualifications and experience for primary project lead \(EAF Coach\) in the implementation and delivery of the program. Include whether the position is existing or proposed.)/Type/Annot/V(Priority 2: Implement EAF training for staff and implement the Texas Model of Comprehensive School Counseling/TEMPSC-III Priority 2 is the implementation of training for staff in the EAF and the implementation of the TEMPSC-III. Communication will take place with the project lead, counselor, and special populations coordinator during the monthly EAF checkpoints. Anticipated student outcomes based on grade level expectations are: 8th grade-career interest orientation and surveys completed, career clusters presented, meeting with counselor and parent to go over personal graduation plan \(PGP\) and personal financial literacy skills covered through the math TEKS during classroom instruction.Select a pathway or CTE career cluster for pursuit of an industry based certificate \(IBC\), take the PSAT or PreACT and the ASVAB, continue to work through the academic and career exploration software chosen by the district to update career interests, keep track of community service and extra-curricular activities, and other tasks pertinent to EAF, revise four year plan if necessary, consider additional resources for career development, add to college and scholarship search skills; 11th grade update career survey, practice mock job interviews, begin work on resume, investigate possible internships relevant to career goals, take the TSAI-2 for college readiness or enroll in a college readiness class for math and reading, enroll in dual credit classes, make three college visits, take the ACT or SAT college entrance exam, assess progress towards IBC, checkpoint for Industry Based Certification, CCMR Night - students attend Junior summit \(gearing up for next steps\); 12th grade checkpoint in the fall with student and parents to be sure all are aware of deadlines for senior years tasks such as, FAFSA completion, college applications, completion on any internships; work with counselor to affirm graduation plan and any distinctions, retake ACT or SAT if needed, attend Senior Summit which covers the college process, military information, trade school presentations. Lever 1.4: The intended impact will be that 100% of Richland Springs High School seniors will graduate high school with a post-secondary plan. This will ensure all advising and EAF work is rooted in TEMPSC-III and reflects students' true areas of need. EAF project team, Superintendent, Campus Principal, and Counselor will have key roles in the implementation of this lever. Multiple trainings will take place throughout the school year. These stakeholders will be engaged all year. The EAF levers for Priority Two includes Lever 3.2: Training for staff on EAF will take place during the beginning of the year PD in August 2023. Staff will be given an overview of the framework and the expected student outcomes. Included in this training will be classroom implementation, timelines, grade level expectations, future PD dates, and expected student outcomes at set checkpoints. RSISD will implement the TEMPSC for counseling and will use the counselor appraisal system established by ݮƵ. Part of the counselors appraisal for the 2022-2023 school year will be the effectiveness of the EAF implementation: keeping in mind the 80/20 requirement for counselor duties. The counselor, along with the special populations coordinator, will be responsible for ensuring that equitable access to advising is attained by all population groups in the district. The lead point of contact for this lever in priority two will be Rhonda Wyatt. Barriers will be assessed at the six weeks grading periods and adjustments will be made as necessary for fidelity of implementation.\r\nSY 23-24 Priority 3: RSISD will implement new courses for 9th-12th graders to meet additional CCMR criteria.\r\nPriority 3 implement two new pathways for the 2023-2024 school year; Culinary Arts and Web Design. I RSISD will continue to offer pathways related to AG, AG Mechanics and Equine Science, for example. To better address the need for pathways that lead to high skill/high wage employment, RSISD will add Culinary and Web Design beginning for our 23-24 freshman class. Both of these pathways address a need for the job market in our area and surrounding areas, as well as student interests.\r\nThe EAF Levers for Priority Three includes Lever 1.4: Lever 1.4 focuses on the organization structure for implementation. This lever for RSISD is a continuum of Priority Two. Through successful implementation of Priority Two, the implementation of Priority Three unfolds. RSISDs plan to add new pathways to the current pathways being offered will require counselors and staff to be trained on the requirements and resources available for these pathways. Students and parents will also need to be informed of the new pathways and the way these new opportunities impact student success for obtaining post-secondary goals after graduation. The steering committee will continue to link the TEMPSC-III framework to the EAF for optimum and equal outcomes for all RSISD students throughout the implementation of new career pathways and IBCs. Lever 3.2: The essential actions for lever 3.2 Clear roles and responsibilities aligned to the components of TEMPSC-II and will support all students toward grade level benchmarks. \r\n)>> endobj 214 0 obj <>/Subtype/Form/Type/XObject>>stream xXMoWpS4$YRl?;YɊ>ʱ3׳p%4<"€,~{6upzwj0T\_Mdz&3JedԹb:ljc?{PT*TVR+Y&d .[%VE:hR )*tz2bFƳlryuK&Yt* ǧb B)W,%%Ȟ}5r|y s`LNuYrDD*kċ\t(C6U*2m:/XbYL'7Mco76ե8-9 =! Sm~p$[*Kb^zJz}RMS('k2UkxB脴꽸beUXfcS۽:O!腓v[將~*.ǽ2TaЈfn2RLS"dw,A6KO_ކӚE\rr kdrnŸD7]?-$tSYKm C< Xb? 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Cs3CK33M,.i@s endstream endobj 236 0 obj <> endobj 237 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 229 0 R /Parent 184 0 R /Q 0/Rect[ 567.209 750.252 591.165 770.071]/StructParent 59/Subtype/Widget/T/TU(Enter the amendment number if submitting an amendment to the original application. Enter N/A when applying for grant funds.)/Type/Annot>> endobj 238 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 239 0 obj <> endobj 240 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 229 0 R /Parent 184 0 R /Q 0/Rect[ 22.003 44.998 589.598 665.183]/StructParent 60/Subtype/Widget/T/TU(Describe how the proposed budget will meet the needs and goals of the program, including for staffing, supplies and materials, contracts, travel, etc. If applicable, include a high-level snapshot of funds currently allocated to similar programs. Include a short narrative describing how adjustments will be made in the future to meet needs.)/Type/Annot/V( \r\nThe proposed budget for RSISD year one of implementation includes funds for professional development, salary for counselor and substitute teachers, stipends for summer planning, software for career exploration, and software for data analysis and tracking. Salaries are based on state pay rates and local pay rates for educators and support staff. It is expected that the counselor will spend 10% of their time on EAF duties, including planning, implementation and monitoring along with other key individuals on campus. \r\nThe RSISD proposed budget for Year One Implementation includes funds for leadership and planning, counselor pay, software, assessments, and other items. \r\nThe first is Payroll \(6100\) which includes counselor, substitute teacher pay \($3,000\) EAF Coach at ESC15 and staff extra duty pay. Total $76,200\r\nThe next budgeted expense is Professional and Contracted Services \(6200\) for $60,000, this includes professional development for all internal partners and equipping each with the ability to carry out the functions of EAF implementation; as well as travel, lodging, food, as well as tutoring services which supports student success for achieving grade level expectations. \r\nThe third budget category is Supplies and Materials \(6300\) which includes iPads, software, ICEV, interactive panel, platforms to increase parent and family engagement to support student achievement and increase ability to reach all stakeholders about EAF deliverables. This category also covers a student data tracking platform, such as On Data Suite, career exploration and planning resources, SEL resources, and caseload management systems. Testing materials for TSAI2, SAT, PSAT, ACT, PreACT to assess college readiness is also in this category. The total for Supplies and Materials is $60000. \r\n Other Operating Costs \(6400\) The proposed budget for Other Operating Costs is $10,000 which includes field trips. 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